ENVIRONMENTAL MANAGEMENT

Paper 8291/01
Lithosphere and Atmosphere


General comments

This session 58 candidates from 14 Centres set the Paper 1 examination. The global spread of the entry
contributed to a wide variation in question responses and choice within Section B of the paper. This first
paper, examined the Lithosphere and the Atmosphere, posed more difficulties than in previous sessions and
as a consequence average marks were slightly lower. There was no overall pattern to candidate
performance as some performed well in Section A whilst others did well in Section B.

It was pleasing that the vast majority of candidates put a lot of effort into answering the question paper. Most
candidates used their time well and seemingly gave each section an equal amount of time. A small number
of candidates, mainly from Centres that are new to this syllabus spent too much time on Section A and
failed to write essays of sufficient substance for Section B. It is important that candidate are given practice
in answering full examination questions and, in particular, practice writing essays. There was one rubric
error in which the candidate answered all questions in Section B.


Comments on specific questions

Section A

Question 1

This question focused upon the impact of human activity upon the atmosphere by examining candidates
knowledge of stratospheric ozone depletion, global warming and acid rain. As candidates have in the past
confused these terms, each part of the question contained relevant data in the form of equations and
diagrams. Thus, whilst it was necessary for candidates to recall information there was much to analyse in
order to provide a focus. Although for a significant number of candidates this proved to be a successful
strategy, many still managed to confuse the effects of ozone depletion with global warming.

(a) Those candidates who described each of the equations in part (i), generally, achieved the 3 marks
available. Marks were lost by either making very general statements about the splitting of O
3
or
indeed elaborating upon the effects of ozone depletion rather than its causes. A significant number
did not answer this question.
Descriptions of the changing form of the hole in the ozone layer over the Antarctic generally
focused upon size and shape and most candidates achieved the 2 marks available.
Responses to the effects of ozone depletion on people and agriculture were mixed. Most
accurately referred to people contracting cancer or cataracts but failed to mention that increases in
uv radiation decreases rates of photosynthesis in plants.

(b) This section on global warming proved to be the weakest part of Question 1. Having identified at
least one of the greenhouse gases (usually carbon dioxide) most answers went on to state that
they trapped heat. Only a small number mentioned that incoming short-wave radiation passed
through the atmosphere to heat the Earths surface and that it is the outgoing long-wave radiation
that is trapped.
The final part of this section targeted the idea that it is a perfectly natural occurrence for climates to
have warmed and cooled in the past (recent human activity has introduced enhanced global
warming). Unfortunately some candidates described current events rather than mentioning the ice
age or past climatic fluctuations.

(c) This final section was concerned with acid rain. The vast majority of candidates made good use of
Fig. 1.3 and mentioned smoke and dry deposition at site A and acid precipitation at site B. Most
were able to describe the effect of acid rain upon buildings or lakes or woodland.
Question 2

Responses to this question on volcanicity were quite varied with marks almost covering the whole
range. Its objectives were to examine the background to volcanic activity and provide candidates
with a well-publicised case study. High marks were achieved by candidates who coupled a good
understanding of tectonics with the ability to manage the data contained in Fig. 2.2.

(a) Candidates found distinguishing between magma and lava much more straightforward than the
processes operating at constructive and destructive plate boundaries. Parts (i), (iii) and (iv) were
concerned with process and features at each of these plate boundaries.
Approximately half the entry recognised that boundary A was destructive and boundary B was
constructive. Fewer were able to describe the process of subduction and melting at A and that at
B, magma rose to the surface thereby adding to the Earths crust. It should have followed that the
lava produced at A were of an acidic type whilst those at B were basic lavas; reference to degrees
of viscosity or chemical composition were also credited. The final part of Section A was better
answered with mid-ocean ridges and faults being the more common choice.

(b) Most candidates made good use of the data on the Mount Etna 2001 eruption. Parts (i) and (ii)
were better answered than (iii) and (iv).
The data in Fig. 2.2 enabled easy identification of at least 3 of the different types of volcanic activity
and there was plenty of evidence to predict the route taken by the 2001 eruption. Part (iii) of this
section required some detailed scrutiny of Fig. 2.2 to reveal, the destruction of the cable car and
parts of the road network. These two factors point to a disruption to the local economy; particularly
tourism.
Part (iv) proved to be an effective discriminator between weak and strong candidates. Each of the
three items enable a volcanic eruption to be predicted. The combination of: increased seismic
activity is indicative of small earthquakes; the rhythmic pattern of seismic waves points to moving
magma; rising magma can cause a volcano to bulge; and increased emissions of carbon dioxide
and sulphur relate to new magma within the volcano. Only a small number of candidates referred
to these points.

Section B

Unfortunately there was one candidate who did not follow the rubric in this section. Question 3
was the least popular with Question 5 being the most popular.

Question 3

(a) To a certain extent the data contained in Table 3.1 might have been a little daunting for some
candidates. Unfortunately an environmental impact assessment needs to be in this detail as it
itemises important information. As the points contained in the table quite clearly itemised and
described a wide range of environmental data, candidates were able to make a fairly
straightforward choice that invariably elicited good answers; the most popular selection being:
atmospheric pollution, ecological damage and changes to the physical landscape.

(b) Although part (a) of this question was included as a prompt for part (b), it was less well answered.
Most candidates were able to include valid material on the environmental issues associated with
mining but answers were sometimes spoilt through the absence of a stated area and an evaluation
of relevant restoration strategies. Some answers were weakened by either being too brief or being
very generalised.

Question 4

Although a moderately popular question the quality of answers covered the whole range from poor
to excellent. Part (b) posed fewer difficulties than part (a).

(a) As stated some candidates found describing three ways in which satellite have made a contribution
to understanding weather and climate, rather difficult. The question was not concerned with
different types of satellites and the images they produce. Instead, by using cloud directions, cloud
type and cloud coverage, satellite images can be used to plot and predict:

day to day weather patterns
longer term weather forecasts
natural hazards such as hurricanes
broad climatic conditions.

Additionally, satellite images have provided us with data on upper atmospheric processes and
features such as holes in the stratospheric ozone layer.

(b) Atmospheric pollution proved to be a topic with which the candidates seemed to have some
familiarity. Consequently there were some excellent accounts of the causes, types and effects of
urban and industrial atmospheric pollution. These points are important to understanding the
strategies that can be used to reduce such pollution. Better answers combined knowledge of the
different forms of atmospheric pollution with related reduction strategies and use examples (often
local) to support their analysis. Very few got onto evaluating the level of success of these methods.

Question 5

Although not the best answered this was the most popular question in Section B

(a) A relationship between climate and soils was depicted in Fig. 5.1. For a north to south transect
across Eastern Europe, average temperature and rainfall data was correlated with soils and
associated biomes. Nearly all candidates were able to quote the data in Fig. 5.1 and therefore gain
some marks. Only a small number were able to describe the inter-relationships between the three
components. Each of the soil types are a product of the interaction between climate and
vegetation.

(b) Unfortunately many candidates dived head-first into a description of the way in which over-farming
and deforestation contribute to landscape degradation. It would have been much better to begin
with a definition of the term soil erosion and how it can be initiated or enhanced by human activity.
Most candidates were able to supply some strategies for reducing/preventing soil erosion and the
best answers made use of local examples.

Conclusion

In general the level of attainment for this paper was quite high. For many candidates the
responses to data in the form of maps, diagrams or tables were accurate and the more discursive
sections involving essays, well done. There is still a need for candidates to plan their longer
answers so that each component of a question is answered; most essay question fall into three or
four parts. Linked with this point is the need for candidates to practice short and long answer
questions well before the examination. This should become increasingly possible as Centres build
up their stock of past papers.

Finally it is worth stating that a joy of this syllabus is the opportunity it gives Centres and their
candidates to develop local case studies. Such exemplar is familiar to the candidates and they
should be encouraged to use it within the examination.

ENVIRONMENTAL MANAGEMENT


Paper 8291/02
Biosphere and Hydrosphere


General comments

Candidates found this paper more accessible than Paper 1 which continues the tradition of the earlier
Environmental Science syllabus that questions on the Biosphere and Hydrosphere elicited more
knowledgeable answers than those based on the Atmosphere and Lithosphere.

There was little difference in performance between Sections A and B. The better candidates did well in all
questions and weaker candidates fared less well. The majority of candidates timed their work well and
noticeably many left sufficient timed to write quite lengthy Section B essays.


Comments on specific questions

Section A

Question 1

This question examined various aspects of the Hydrosphere part (a) was concerned with interactions within
the global hydrological cycle and part (b) with factors relating to water in its solid state. Inevitably part (b)
contained some linkages with the atmospheric processes associated with climatic change.

(a) Candidates experienced few difficulties in understanding the operation of the global hydrological
cycle and using its terminology. Overall parts (i), (iii) and (iv) were better answered than (ii) and
(v).

Whilst most candidates fully understand that evaporation involves the conversion of liquid water
into a gas, they were less certain about transpiration. For the latter many candidates simply
mentioned the loss of water from plants rather, the loss of moisture through pores or stomata on
leaves. Fig. 1.1 proved to be a useful stimulus and few candidates achieved less than full marks
for parts (iii) and (iv).

In contrast many candidates did not provide the correct answers to the calculations in part (ii).
Although both calculations total 496, this needed to be expressed as 496 1000 km
3
. In part (v)
very few candidates recognised that the flow of 40,000 km
3
from land to sea maintained the
balance in the global cycle by equalising precipitation and evaporation form oceans and land.

(b) For the most part candidates managed some complex data quite well. There were good
descriptions of a fluctuating pattern with the difference between the troughs and the peaks
increasing towards the present day. This was then backed up with accurate references to warm
and cold periods and most indicating that the next major climatic event should be a cold period or
ice age. Most weaker candidates achieved some marks in these parts.

(c) This proved to be an effective discriminator between the weak and strong candidates. Whilst
nearly all candidates recognised the strong positive correlation between the troughs and peaks for
carbon dioxide and temperatures very few were able to provide explanations. All this required was
reference to warm periods tied to increases in the greenhouse gas, carbon dioxide. This has the
effect of trapping radiated long wave radiation thereby causing a rise in temperature. The opposite
applies to a reduction in carbon dioxide. A significant number of candidates still confuse global
warming with ozone depletion.
Question 2

This topic usually forms the most popular topic and best answered question across both written papers; May
2006 proved to be no different with marks ranging from 10 to 20.

(a) Although there were a small number of very weak definitions of a biome and correct links drawn
between climate and biome, most responses to both parts were of a high standard.

(b) Whilst for nearly all candidates parts (i), (ii) and (iii) were well answered, only two candidates
achieved the 3 marks available in (iv). As in previous sessions this years candidates were well
versed in net primary productivity, photosynthesis and ecosystems. However in the final part (iv)
most missed the point about climatic change.

(c) Again, this was well answered. Candidates were able to use their knowledge of photosynthesis to
accurately interpret Fig. 2.2. The only feature of the graph that some candidate omitted was both
extensions of the line levelled off after the initial ascent.

Section B

Question 3 on water resources proved to be the most popular and successful choice. Questions 4 and 5
were less popular and attracted about the same number of candidates. Although a significant number of
candidates allowed about 45 minutes for this section a minority did spend too long on Section A and wrote
very short answers for Section B.

Question 3

This proved to be a straightforward question that tested some currently important issues. Answers were
generally well organised with answers that firstly described three of the causes of the current water
shortages followed by an assessment of water supply projects. A popular question that elicited a wide range
of marks.

(a) Most candidates attempted three distinct descriptions of existing water resources, population
growth and changing weather patterns. The question did require reference to the mismanagement
of water resources due to each of these factors. The majority coped well with the first two factors
and less well with changing weather patterns where reference to how mankind has adapted to
recent change was needed.

(b) This topic appealed to those candidates who had revised their case studies and paid attention to
the question requirements. High quality answers were generally well balance and made effective
use of exemplars such as The Three Gorges, Aral Sea, Aswan and local desalinisation projects
were developed. Weaker answers were generalised, too short and made no reference to actual
water supply schemes. A significant weakness in some essays was to describe either the
advantages or the damaging effects of water supply projects; thereby losing the required balance
needed in this question.

Question 4

This question was moderately well answered by a small number of candidates. Apart from a small number
of extremely good answers, most responses to Question 4 comprised a general outline in Section A with
Section B essays either too short or containing major omissions.

(a) There were a couple of excellent interpretations of the food web contained in Fig. 4.1. These
answers reviewed the interactions in the food web and accurately described the transfer of energy
between trophic levels. Other answers were a little disappointing. There was a tendency for some
candidates to describe a simple food chain; seemingly oblivious to the interactions contained in a
web. Some other answers describe a generic food web or chain without any reference to Fig. 4.1.

(b) Again answers to this part proved to be a little disappointing. To varying degrees of quality most
essays quite capably describe a chosen ecosystem with some analysis of the negative effects of
human activity. Here deforestation, over-farming and urban development were the more popular
choices. Unfortunately human activity can also be positive and these effects were invariably
ignored.

Question 5

Contrary to fears that the complexity of the data in Fig. 5.1 might put candidates off, this question was
generally well answered. The data contained in Fig. 5.1 provided a useful prompt for the Section B essays.

(a) Nearly all candidates who attempted this question made a worthwhile attempt. Stronger answers
elaborated upon the degrees of change between each region with clear reference to the extent of
pollution reduction for each zone between 1975 and 1995. These answers mentioned general
trends as well as specific details in the reductions in chemical pollution. Weaker answers tended to
concentrate upon general trends.

(b) Where sufficient time had been allocated to this final part of the examination most candidates did
reasonably well. There were some excellent descriptions of the causes and effects of uncontrolled
and untreated sewage disposal into rivers and industrial spillages. The major weakness in nearly
all answers was the failure of candidates to describe the difficulties that are frequently encountered
in managing river pollution.


Conclusion

It is only really necessary to reiterate points made within the report for Paper 1. It is quite impressive that
candidates from such a diverse range of countries are coping so well with the new examination structure. All
earlier fears that to impose an essay would be unfair have been unfounded. Candidates do seem to
welcome the opportunity to develop their own ideas and make use of case studies with which they have
some familiarity.

There is still some need for all centres to give their candidates practice in answering full examination papers.
This should become easier as centres build up their stock of past papers.
ENVIRONMENTAL MANAGEMENT


Paper 8291/03
Individual Research Report


General comments

The Environmental Management syllabus is now into its second year with many Centres now making
adjustments to meet the requirements of the syllabus. This session has seen a marked increase in both the
number of candidates and Centres. A possible consequence of this increase in popularity has been a
greater variance in both the quality of the projects and their assessment

The general standard of the research reports was quite high with the majority of Centres following the
assessment criteria. As with the previous examinations there were a wide variety of topics. These ranged
from localised studies of water pollution, industrial pollution urban environments, and slope instability through
to ecological studies. Once again where a local topic was taken up the report proved to be more succinct,
used primary data and often achieved high marks. Unlike previous sessions a small number of Centres
submitted project reports that had either not received CIE approval or that the Examiners comments on the
proposal form had been ignored. Projects from these Centres tended to be extremely general and
candidates did not research topics that would yield the data needed in skill areas C1 and C2.

Internal assessment between centres showed some variation. Centres are reminded that the assessment
criteria descriptors in the syllabus should be used in the Centre based assessment and recording of marks.
Although the majority of Centres were accurate in their assessment, some gave credit where none was due;
notable instances being:

hypotheses or questions although absent were credited;
an expression of knowledge underpinning the hypothesis or question becomes difficult if either
or both are not clearly stated at the start;
in which case marks were sometimes given to data not present in the project;
if the project does not contain data (or results) then the conclusion has nothing to refer to.

As indicated the majority of Centres are to be congratulated on their internal assessment of reports. Careful
use was made of the assessment criteria and any adjustments made as a result of external moderation were
to produce a commonality of standards. This is easily achieved when Centres assess their candidates work
accurately and consistently.


Comments on specific assessment criteria

Skill C1: Research and Planning

This skill area showed some variation in quality. Most candidates satisfied sections a and b by providing a
central question or hypothesis supported by a high quality explanation. Approximately half the entry included
a detailed plan that outlined research procedures and equipment. Unfortunately many candidates did not
include a description and justification of the methods to be used and consequently found achieving marks in
section d difficult to achieve.

Once the question or hypothesis is established the remainder of C1 should follow on. It is important that
candidates present a clear methodology that is not over complicated and provide information on relevant
field and/or laboratory techniques, the data will be collected and how it will be presented and analysed.
Topics involving field study should use appropriate equipment and not ignore the need for accurate recording
and the allocation of time to obtain results and complete the work. I wonder how many candidates give their
research methods a trial run prior to beginning the detailed work. The explanation and justification of the
methods need not be lengthy and should provide the basis for the collection and presentation of data;
sometimes it is worthwhile writing a draft of this section prior to starting the research; it can always be
modified at a later date.
Skill C2: Data collection and presentation

This skill area contained a wide variety of marks. Higher marks were obtained by candidates who displayed
the ability to collect, record and clearly present their data. This was best achieved by combining a variety of
techniques including: graphs, tables, field sketches and photographs. By the careful selection of a realistic,
preferably local scale topic, candidates can be encouraged to collect relevant data and taught to present it in
a variety of ways. Whilst statistics can be obtained from secondary resources, field techniques such as
questionnaires, transects, pollution counts, environmental impact assessments etc. all yield quantitative data
that can be collated and presented in order to test hypotheses or answer questions.

The vast majority of project reports were well organised, relevant and a pleasure to read. It is skill sections c
and d that came to the rescue of the small number of candidates who focused on very general topics and
ignored the need for manageable data.

There is a case for candidates to avoid using their conclusions (skill C3) for the descriptions and explanation
of their data. If careful use is made of figure references, the analysis of the data can be incorporated into a
section or chapter titled Results and Analysis. The use of statements such as reference to Fig. 1 show
that... or the data in Fig. 1 can be explained by... , often results in a succinct written report that is
economical in its use of words. This can also have the effect of making the conclusion more of a summing
up in which verification or otherwise of the initial hypothesis is stated.


Skill C3: Conclusions and evaluation.

This section proved to be the weakest part of some reports. The paucity of research data in many reports
meant that conclusions could not be adequately supported and there were insufficient results to describe and
explain environmental trends and patterns (Skill C2 c and d). Unlike previous sessions very few reports
contained evaluative assessments of the projects limitations and levels of success. There were some
excellent research reports in which all criteria in Skill 3 were completely satisfied. The concluding sections to
these report clearly demonstrated the candidates ability to objectively review their results, draw together
concluding statements and critically assess their research: all integral to good scientific method.


Concluding remarks.

For most Centres it is a matter of developing and expanding the range of research topics available to their
candidates. Where, as in this session, topics of a very general nature were studied it is important to advise
candidates of the need to look at areas of research of a more localised nature. Indeed at a very early stage
make an assessment of whether or not the topic will yield sufficient results to satisfy the assessment criteria
in the syllabus. It is important that candidates are fully aware of how their work will be assessed. As this
syllabus does permit teachers to give guidance to their candidates on the project without of course, doing it
for them. I believe that an important feature of this Environmental Management syllabus is the
encouragement it gives to review local issues and the opportunity to undertake some local field-work.

It is relevant to repeat some of the concluding comments from the November 2005 report. A positive feature
of past research reports has been the use that candidates make of a local project with which the School or
college has close contact. An environmental monitoring project on the River Plate in Argentina and a college
managed conservation area in Zimbabwe are good examples of where candidates have successfully
developed their work.

As we move away from the Environmental Science mindset it is to be hoped that issues that have an
environmental management emphasis will come to the fore with topics chosen from each of the syllabus
modules. Whilst topics selected from the biosphere and hydrosphere feature are the more popular choice it
would be pleasant to see the atmosphere and lithosphere featuring more strongly.

Finally it is worthwhile reminding Centres that a simple structure for these written projects is summed up in a
standard model for scientific research.











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Establishment of a hypothesis or
question and introduction
Methods .. described and justified
Results.. collated, presented and
analysed
Conclusion and Evaluation..
supported with reference to the
data